ACTIVE LEARNING

IN HIGHER EDUCATION
drg. Christiana Cahyani P.

Blok Basic Knowledge and Effective Communication TA. 2016/2017

Jurusan Kedokteran Gigi - Fakultas Kedokteran  

 Learning  objectives:  
1.  Students  will  be  able  to  understand  the  
concept  of  Active  Learning  in  higher  
education  

2.  Students  will  be  able  to  relate  their  past  

learning  experiences  with  the  future  Blok  
learning  systems  in  KG  Unsoed    

3.  Students  will  be  able  to  apply  Active  Learning  

during  their  study  in  KG  Unsoed  
 What’s  wrong    
with  a  50-­‐minute  lecture?  

•  Lecturing  involves  the  transfer  of  information  

from  the  notes  of  the  lecturer  to  the  notes  of  
the  student  without  passing  through  the  
minds  of  either.  
Mazur  (2012)  found  only  
two  activities,  other  
than  death,  that  cause  
the  brain  to  flatline—
watching  television  and  
listening  to  an  academic  
lecture.  
 What’s  wrong    
with  a  50-­‐minute  lecture?    

•  The  lecture  method  is  a  relatively  poor  instructional  

approach  for  maintaining  student  attention  (Bligh,  2000).    
 What’s  wrong    
with  a  50-­‐minute  lecture?    
•  Research  findings  suggest  that  student  concentration  
during  lectures  begins  to  decline  after  10-­‐15  minutes  
(Stuart  &  Rutherford,  1978).    
Work  in  pairs  –  for  2  minutes  

How  was  your  

learning  experience  in  
Highschool???  
ACTIVE  LEARNING  

What  do  you  know  about  

“Active  Learning”?  
 ACTIVE  LEARNING  continued  

•  Active  learning  is  a  process  whereby  students  engage  in  

activities,  such  as  reading,  writing,  discussion,  or  problem  
solving  that  promote  higher-­‐order  thinking,  e.g  analysis,  
synthesis,  and  evaluation  of  class  content.    

•  When  using  active  learning  students  are  engaged  in  more  

activities  than  just  listening.    

•  The  words,  ‘involved’  and  ‘problem  solving’  are  

emphasized;  active  learning  is  not  busy  work,  but  is  
purposeful  instruction  that  guides  students  towards  
learning  outcomes.  

(Bonwell  and  Eison,  1991)  

 ACTIVE  LEARNING  continued  
The  key  principles  of  active  learning  are:  
1.  The  task  has  purpose  and  relevance  to  the  students.  
2.  The  students  are  able  to  reflect  on  the  meaning  of  what  they    
         have  learnt.  
3.  The  students  can  negotiate  goals  and  methods  of  learning  with    
         the  teacher.  
4.  The  students  can  critically  evaluate  different  ways  and  means    
         of  learning  the  content.  
5.  The  complexity  of  the  learning  tasks  is  comparable  to    
         professional  contexts  and  real  life.  
6.  The  tasks  are  situation-­‐driven:  that  is,  the  need  of  the  situation    
         is  taken  into  consideration  in  order  to  establish  the  learning    
         tasks.        
Adapted  from  Barnes,  D.  Active  Learning.  Leeds  University  TVEI  Support  Project,  1989    
ACTIVE  LEARNING  TECHNIQUES  

•  The  lecture  is  not  eliminated  entirely  from  

active  learning,  rather  the  instructor  ‘lectures’  
for  a  shorter  time,  in  ‘chunks’,  and  usually  for  
no  more  than  twenty-­‐minute  segments.  
•  Cooperative  learning,  problem-­‐based  learning,  
and  the  use  of  case  methods  and  simulations  
are  some  approaches  that  promote  active  
learning.  
•  Active  learning  converts  students  into  learners  
Proposed  Model  for  Medical  Education  
ACTIVE  LEARNING  T  ECHNIQUES  continued  
Active  Learning  in  KG  Unsoed  
1.  Interactive  lecture  
2.  Practicum/  Skills  Lab  
3.  Tutorial  :  Small  Group  Discussion,  Case  Study,  
Problem-­‐based  Learning,  Jigsaw,  Mini  Quiz  
Discussion,  VIVA  
4.  Structured  Tasks:  personal,  in  group.  
5.  Field  Trip    
6.  etc  
 …Reflection  

What  do  you  think  will  

be  challenging  in  
“Active  Learning”?  
 Active  Learning  in  KG  Unsoed  continued  
•  How  can  you  get  along  with  active  learning??  
1.  Adaptasi  dg  kehidupan  kampus  
2.  Mendorong  diri  sendiri  utk  aktif  
3.  Manajemen  waktu  
4.  Mempersiapkan  materi  dg  sebaik2nya  
5.  Tanya  pengalaman  kakak  kelas  
6.  Bila  tdk  suka  mencatat  à  mendengarkan  saat  kuliah  
7.  Bila  suka  mencatat  à  buat  tambahan2  catatan  
8.  Refleksi  diri  à  mencatat  kekurangan  à  memperbaiki  diri  
9.  Berdoa  
10.  Kerja  sama  dengan  teman  
Thank you
 REFERENCES  
•  Bonwell  and  Eison.  1991.  Active  Learning:  
Creating  Excitement  in  the  Classroom.  
•  Eison,  J.  2010.  Using  Active  Learning  
Instructional  Strategies  to  Create  Excitement  
and  Enhance  Learning,  University  of  South  
Florida,  USA.    
•  Prober  CG,  Kahn  S.  Medical  education  
reimagined:  A  call  to  action.  Acad  Med.  2013;  
88:1407-­‐1410.